Feedback plan280–281 supports staffing model; task instructions283–284 support one maintained specification. Retry success and participation are not sufficient competence evidence.
397 supplied sheets fully read;110visual/layout sheets examined. Locators are PDF sheets.
Paraphrase: publish each task's requirements, assessment criteria, submission route and feedback timing. Assess individual learning separately from participation. The supplied grading examples contain inconsistencies; see detailed audit.
328
270
Chapters8–9; crosschecks75/82 and376
Source-grounded paraphrase and visual arithmetic audit.283weightedgrade reconciles93.25→93.3;82two75%labels conflict;328weight conversion unstated. This verifies transcription/inspection, not teaching efficacy.
Evidence and interpretation
Sheets270–272 align tasks with outcomes. Sheets280–284 connect feedback responsibility, timing and assignment instructions. Sheets287–293 show participation and contribution rubrics; these cannot independently establish individual mastery. Sheet300 connects course promises to outcomes. These observations support a proposed Academy prototype, not a claim of tested results.
Copy and example corrections are documented in 